first 5 ventura county parent and child together (pact) program … · 2018-08-17 · parent and...

Prepared for First 5 Ventura County by EVALCORP Research & Consulting – March 2018

First 5 Ventura County

Parent and Child Together (PACT) Program Pilot Model

March 2018

Prepared for

Developed by

http://www.first5ventura.org/

Prepared for First 5 Ventura County by EVALCORP Research & Consulting – March 2018 1

First 5 Ventura County Parent and Child Together (PACT) Program Pilot Model

First 5 Ventura County funds the Parent and Child Together (PACT) early learning program through its place-based Neighborhoods for Learning (NfLs) throughout Ventura County. PACTs provide an opportunity for parents/caregivers to engage in structured and unstructured play with their young children (ages 0 to 5 years) with the support of a teacher who models developmentally appropriate parenting techniques and provides education and coaching. PACT implementation varies somewhat across the NfLs, as sites have been encouraged to develop programming for families that best meets the needs of the communities served.

The PACT Program Pilot Model specified in the attached documents presents a standardized PACT model that can be implemented consistently throughout Ventura County and evaluated to demonstrate the benefits of PACT for children and families. The PACT Program Pilot Model was developed based on findings from the Assessment Phase of this project (e.g., document & literature review; stakeholder surveys and interviews) and is intended to serve as a foundation for future PACT implementation. It is not designed to address ways to standardize all of the existing variations in program implementation (e.g., sibling attendance, children with high needs, drop-in classes).

Of note, in this document, a single point-in-time occurrence of a PACT will be referred to as a “PACT class” or a “class” while a group of PACT classes in which the same group of parent/caregiver-child dyads consistently attend will be referred to as a “PACT series” or a “series.”

The PACT Program Pilot Model includes the following components:

Theory of Change

Program Goals

Best Practices and Implementation Standards

Topic and Activity Guidelines

Quality Improvement Rating Matrix

PACT Evaluation Plan

PACT Parent Pre-Survey

PACT Parent Post-Survey

The Theory of Change illustrates the intended path between the programmatic strategies of the PACT program (i.e., instruction, modeling positive parenting, teacher support, parent-to-parent support, and referrals/connections to resources) and two of First 5 Ventura County’s strategic priorities. The Theory of Change is intended to provide stakeholders with a high-level, visual overview of how PACT is expected to benefit children and families.

The Program Goals (established during the Assessment Phase) complement the Theory of Change and provide a succinct statement of the goals of the PACT program. The goals were vetted with stakeholders (via survey and interview) and approved by First 5 Ventura County.

The Best Practices and Implementation Standards (developed during the Assessment Phase) are connected to the PACT program goals and based on multiple sources of information including prior work by First 5 Ventura County, key stakeholder interviews and surveys, and review of the current literature. The best practices and implementation standards developed for the PACT program reflect opportunities for standardization, but also help to retain the programs’ ability to be flexible and responsive to the needs of families and the community.


The Topic and Activity Guidelines are also intended to provide standardization, while still retaining the program’s ability to maintain flexibility. This document outlines a set of topics that must be addressed in each PACT series and provides guidelines for how the topic areas can be incorporated into PACT activities. The document does not outline a strict curriculum that PACT teachers must follow, but instead describes the high-priority topic areas that must be addressed by all PACTs.

The Quality Improvement Rating Matrix is intended to support First 5 Ventura County’s oversight of early implementation of the standardized PACT Program Model and assess the extent to which the program is being implemented as intended. This tool will assist in facilitating the transition of PACT programs to the best practices and standards of the new PACT Program Model. The tool was developed from a strengths-based perspective; It is not a grading system, but an opportunity for First 5 Ventura County and PACTs to jointly identify areas for improvement. The Quality Improvement Rating Matrix may also be used to help First 5 Ventura County determine which PACT sites are most appropriate for evaluation.

The PACT Evaluation Plan and the PACT Parent Pre-and Post-Surveys are intended to standardize the measurement of the PACT program and assist First 5 Ventura County in documenting program benefits. The Evaluation Plan was developed to be flexible; It can be implemented as a time-limited evaluation or incorporated into the infrastructure of the PACT program to allow for ongoing measurement. The evaluation tools were intended to be cost-effective for First 5 Ventura County and present minimal participant burden (i.e., brief, easy to understand questions). However, if additional measurement strategies are desired in the future, they can be easily incorporated into the evaluation framework outlined in the plan.


PACT Program Goals

Promote positive parent/caregiver interaction and

play

Promote parent/caregiver knowledge of child development

Promote early literacy and school readiness

Promote children's social/emotional development

Promote parent/caregiver social/community connection and connection to resources


PACT Best Practices and Implementation Standards

Best Practices Implementation Standards

All PACT programs use a standardized structure designed to provide consistent and developmentally-appropriate services to families

A minimum of 4 and maximum of 12 dyads (child/caregiver) must be present

Each PACT meets on a weekly basis with the same dyads for a minimum of 8 weeks and a maximum of 12 weeks

Duration of classes is dependent on child’s age and developmental level:

Infants: 45 minutes to 1 hour

1 to 2 years (12 to 35 months): 45 to 90 minutes

3 to 5 years (36 to 60 months): 1 to 2 hours

Consistent class routine is established in first class and followed in subsequent classes

Venue is welcoming, comfortable, and physically safe

ECE background for staff is desired

All PACT programs implement the Strengthening Families Protective Factors Framework

Promote five protective factors:

Parental Resilience

Social Connections

Concrete Supports

Knowledge of Parenting and Child Development

Social and Emotional Competence of Children

All families are given an opportunity for a developmental screening at enrollment/intake

Implement standard screening process and tool (e.g., ASQ-3 and ASQ:SE-2)

Establish process for providing and following up on necessary next steps/referrals if screening score suggests child might be at risk for developmental delay

PACT classes include both structured and unstructured activities that are aligned with California Infant/Toddler Learning and Development Foundations and California Preschool Learning Foundations (Foundations)

Include organized/planned, age-appropriate activities as well as time for free play

Utilize principles in the Foundations to plan structured and unstructured activities based on topics, age-group focus, and individual child needs

Incorporate planned activities that support previously identified needs of children in the group


Facilitate opportunities for children to interact with parent/caregiver and other children as well as parents/caregivers to interact with each other

PACT classes are flexible, responsive, and adaptive to needs of parents/caregivers and children

Plan for classes in advance, but also allow flexibility to respond to needs of families

Make several activities and/or free play opportunities available to parents/caregivers and children in each class

Allow families to offer suggestions/feedback on group activities/topics

PACT sites incorporate a standard set of topics and menu of possible activities appropriate to child age and developmental level

Establish inventory of topics to be covered in classes by all PACT sites (e.g., parent education, socio-emotional development, physical activity, nutrition, early math/literacy, oral health)

Utilize a menu of suggested activities to build class plans that support PACT program goals

Parents/caregivers are active participants in PACT classes

Parents/caregivers:

Attend all PACT classes

Interact with children through structured activities and free play, but do not force children to engage in activities that children do not want to participate in

Remain open to modifying their interactions with their children based on feedback and coaching from the PACT teacher

Interact with other parents/caregivers through discussion and sharing of experiences

Teachers model play, learning, and positive interactions between parents/caregivers and children

Teachers:

Encourage active parent/caregiver participation/engagement in group

Observe children’s development and parent/caregiver-child interactions to provide optimal support based on individual parent/caregiver and child needs

Identify and share ways parents/caregivers can utilize activities/skills learned at home, and ask parents, in subsequent classes, about use of activities/skills at home

Organize time to debrief with parents/caregivers on group experiences and/or additional needs


Teachers work closely with NfL staff to connect families with additional services or supports as needed

Teachers:

Detect children in need of early intervention and connect them to services and supports as appropriate

Engage in conversations, as appropriate, with parents/caregivers around additional services that families need to support positive child development/growth

Establish relationships with NfL staff (e.g., Family/Community Liaisons) to allow for warm handoffs from PACT teacher to NfL staff when additional family needs are identified through PACT


PACT Topics Area and Activity Guidelines

The topic area and activity guidelines described below present a foundation of topics and activities to be included in every PACT series. The guidelines are

intended to support consistent implementation of PACT across sites, while also allowing for flexibility in programming for each PACT series.

PACT Topic Areas

Topic Area Definition

1. Child Development and Positive Parenting

Incorporates information on developmental milestones and developmentally-appropriate expectations of children

Models responsive caregiving at each age/developmental level

2. Social-Emotional Development

Includes independent, small group, and large group activities

Incorporates turn-taking activities and games

Promotes interaction and communication between child and parent/caregiver and other children

Provides opportunities for development of child self-regulation/self-control

Includes time for free play and exploration

Encourages parents/caregivers to follow their child’s lead during play

3. Language Development and Early Literacy

Promotes the development of making and understanding sounds and utterances Promotes development of language, alphabet, and letter recognition/sound skills

Promotes pre-writing skills (e.g., line tracing activities)

4. Cognitive Development and Early Math

Promotes understanding of cause-and-effect and problem-solving abilities

Promotes development of counting and number recognition skills

Incorporates opportunities to explore shapes and spatial sense

5. Motor Development Includes indoor and outdoor active free play and exploration

Incorporates physical movement into group activities and routines

Includes activities focused on development of fine and gross motor skills

Includes opportunities for a variety of sensory experiences through physical activities

6. Health and Nutrition Promotes identification of basic healthy and unhealthy food types/options

Promotes importance of healthy eating habits and healthy food choices to promote physical and oral health Promotes importance of regular oral care at home

Promotes importance of regular dental care visits


PACT Activity Guidelines

Teachers should consider the following guidelines when planning activities:

1) Each topic area should be covered at least once, and all six topic areas should be incorporated to the greatest extent possible.

Each topic area should be covered at least once, and all six topic areas should be incorporated to the greatest extent possible. Children will benefit most

when given consistent opportunities to practice the skills they are developing, and parents will benefit from observing multiple examples of how the

topic areas can be incorporated into everyday play. Teachers are encouraged to outline which topic areas are addressed by the activities included in

their lesson plans to ensure adequate coverage of all topic areas.

2) Planned activities typically incorporate multiple topic areas.

Planned activities will likely incorporate multiple topic areas. For example, a nutrition activity where parents and children prepare a healthy snack could

incorporate physical activity (e.g., putting the food on a plate or in a bowl), early math (e.g., counting the pieces of food), and social-emotional

development (e.g., waiting to eat the snack, taking turns with parent). Information about what is developmentally appropriate during “cooking” could

also be shared with parents during the activity, and positive parenting techniques could be modeled by the teacher, as needed, to incorporate the child

development/positive parenting topic area. Additional examples are provided below.

Example Activity Possible Topic Areas Covered

Preparing and eating a healthy snack Health and Nutrition

Motor Development

Cognitive Development and Early Math

Social-Emotional Development

Child Development and Positive Parenting

Arts and crafts (e.g., playdough, finger painting, chalk, hand/footprints)

Motor Development

Cognitive Development and Early Math


Child Development and Positive Parenting

Storytelling Language Development and Early Literacy


Child Development/Positive Parenting


3) The age and developmental level of the children in each PACT should guide the selection of activities.

The age and developmental level of the children in each PACT should guide the selection of activities to ensure that the activities are appropriate for the

group. Teachers can explain to parents why certain activities were selected based on developmental milestones and expected behaviors for children at

various points in their development. In addition, teachers may want to provide instruction to parents about how to make an activity more challenging in

the future as their child continues to develop (e.g., reducing the size of a ball that a child is kicking or throwing will make the activity more difficult).

4) Teachers are encouraged to develop activities that meet the needs of the communities that they serve and that are tailored to the parents and

children in each PACT series.

Teachers are also encouraged to develop activities that meet the needs of the communities that they serve and that are tailored to the parents and

children in each PACT. For example, a PACT held in a community with few parks or public outdoor spaces would focus more on physical activities

appropriate for indoor spaces rather than outdoor spaces. This will increase the likelihood that parents/caregivers are able to engage in similar activities

with their children outside of the PACT. Similarly, if a PACT had several children with communication delays, the PACT teacher may spend more time

focusing on the topic areas of early literacy and social-emotional development than other topic areas. (Although all topics would still need to be covered

during the course of the PACT.)

5) Teachers should use trusted sources to develop lesson plans and activities.

Teachers should use trusted sources to develop lesson plans and activities. Preferred sources include:

California Infant/Toddler Curriculum Framework

California Preschool Curriculum Framework

California Preschool Instructional Network

National Association for the Education of Young Children

Playgroup NSW

The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children

Zero to Three

6) Lesson plans are written for each PACT class. Teachers should write lesson plans for each PACT class. At minimum, lesson plans should consist of the list of the activities and free play opportunities

scheduled to be included in each PACT class and the possible topic areas incorporated. Documenting plans will assist PACT teachers in building on prior

PACT classes and replicating successful PACT classes.


PACT Quality Improvement Rating Matrix

The PACT Quality Improvement Rating Matrix is intended to guide First 5 Ventura County’s initial oversight of the implementation of the refined and

standardized PACT Program Model and assess the extent to which the program is being implemented as intended. This tool will also assist in facilitating the

transition of PACT sites towards alignment with the best practices and standards of the standardized PACT Program Model.

The Rating Matrix should be completed through an interview with program staff and/or document/data review. Completing the matrix at the PACT level (i.e.,

every PACT at a site is assessed independently) will provide the most useful and targeted information to support the improvement of each PACT. However, if

resources are limited, Areas 1 (Program and Environment) and 2 (Referrals and Supports) can be assessed at the site level. If this option is chosen, the rater

needs to carefully consider which rating category to select if the site’s PACTs fall into different rating categories (e.g., 2 PACTs at a site fall into the “Needs

Improvement” category for length and 1 PACT at the same site falls into the “Meets Expectations” category). The rater should remember that the goal of the

Rating Matrix is not to provide a “grade” to a site, but to support ongoing program improvement efforts and increased alignment to the PACT Best Practices and

Implementation Standards.

To provide the most benefit, Area 3 (Teachers and Teaching) should be assessed through observation and at the PACT level as the elements in this area are

closely connected with each teacher’s individual approach. For the Rating Matrix to support teacher growth and development, it is best for the rating to be

tailored to each teacher. If observation at the PACT level is not feasible, an interview could be conducted with the PACT teacher or NfL Director to gather this

information.

After completion of the Rating Matrix, PACT sites and teachers are encouraged to develop a plan to bring their PACTs in closer alignment with the revised PACT

Program Model.


Element Needs Improvement Meets Expectations Exceeds Expectation Area 1: Program and Environment

1. PACT Size and Structure PACT has fewer than 4 or more than 12 dyads OR PACT does not meet weekly OR PACT lasts for less than 8 or more than 12 weeks

PACT has a minimum of 4 and a maximum of 12 dyads AND PACT meets on a weekly basis with the same dyads for a minimum of 8 and maximum of 12 weeks

2. PACT Length PACT includes children of diverse ages (e.g., infants and preschoolers grouped together) OR Length of PACTs is lower than or exceeds the standards outlined in the “Meets Expectations” criterion

Duration of classes is dependent on children’s age and developmental level:

Infants: 45 to 60 minutes

12 to 35 months: 45 to 90 minutes

36 to 60 months: 1 to 2 hours

3. PACT Routine There is not a consistent routine OR There is a consistent routine, but the routine does not allow time for children to interact with their parent/caregiver OR There is a consistent routine, but the routine does not allow time for parents/caregivers to interact with one another

A consistent routine is established in the first class and followed in subsequent classes AND Routine includes time for the following:

Organized/planned activities

Free play

Children to interact with their parent/caregiver

Parents/caregivers to interact with one another

Meets criteria for “Meets Expectations” AND Routine includes time for:

Children to interact with other children

4. PACT Planning and Content1 Not all classes are planned for in advance OR PACT class addresses fewer than 4 of the topics established in the Topic Area/Activity that are appropriate for

All PACT classes are planned for in advance AND PACT class addresses 4 or more topics established in the Topic Area/Activity Guidelines that are

All PACT classes are planned for in advance AND PACT class addresses 5 or more topics established in the Topic Area/Activity Guidelines that are appropriate for participant age and

1 PACT Planning and Content criteria are rated by PACT class, but the rater will review lesson plans from several PACT classes to ensure that the criteria are being consistently met.


participant age and developmental level

appropriate for participant age and developmental level

developmental level in each PACT session

Area 2: Referrals and Supports

5. Developmental Screenings PACT/NfL does not provide developmental screenings OR PACT/NfL provides developmental screenings and/or referrals for developmental screenings, but there are no standard procedures to ensure all children are offered screening at enrollment/intake

Developmental screening is offered to all children at enrollment/intake using a standard protocol, but there is no standard process for providing next steps/referrals if screening score suggests child may be at risk for developmental delay

Meets criterion for “Meets Expectations” AND PACT/NfL has a standard process for providing next steps/referrals if screening score suggests child might be at risk for developmental delay

6. Referrals to Community Services/Supports

PACT does not discuss needs for additional services/support with families OR Limited or inconsistent communication between PACT teachers and NfL staff to support family needs for additional services/supports

PACT teacher discusses with families, when appropriate, additional services that families may need to support positive child development AND Relationships exist between PACT teachers and NfL staff to allow for warm handoffs when additional family needs are identified

Area 3: Teachers and Teaching 7. Minimum Qualifications PACT teacher does not have an ECE

background (12 ECE units or 5 years of ECE experience)

PACT teacher has an ECE background (12 ECE units or 5 years of ECE experience)

PACT teacher exceeds basic ECE background requirements

8. Teaching Approach: Techniques PACT teacher does not provide information on child development OR PACT teacher only provides verbal instruction about child development in “lecture” style

PACT teacher shares information about child development during planned activities and free play AND PACT teacher shares information about child development by modeling effective parenting behaviors/strategies

9. Teaching Approach: Customization and Flexibility

PACT teacher adheres strictly to lesson plan and does not customize PACT activities to participants

PACT teacher observes parents and children and uses observations to provide tailored information and/or model positive parenting techniques

Meets criteria for “Meets Expectations” AND


AND Teacher identifies and shares ways that parents can utilize PACT skills/activities at home and asks parents, in subsequent classes, about home application

PACT teacher allows families to offer suggestions/feedback on group activities and/or additional needs


PACT Evaluation Plan

COMPONENT DESCRIPTION

Background First 5 Ventura County funds 11 Neighborhoods for Learning (NfL) throughout Ventura County. NfLs are place-based centers that provide a variety of services to families and young children, including the Parent and Child Together (PACT) early learning program. PACTs are an opportunity for parents/caregivers to engage in structured and unstructured play with their young children (age 0 to 5 years) with the support of a teacher who models developmentally appropriate parenting techniques. Topics covered in PACTs vary, but focus on developing children’s early literacy skills, social/emotional competence, and relationships with their parents/caregivers. PACT teachers plan and adapt PACT classes to meet the needs and interests of participants. This Evaluation Plan was developed as part of First 5 Ventura County’s initiative to standardize implementation and measurement of the PACT model in preparation for countywide scaling of the model across NfLs. The alignment and refinement of the PACT Program Model will allow the program to operate under cohesive best practices and standards, yet also incorporate flexible and responsive programming to meet the needs of individual families and communities. The framework outlined in this Evaluation Plan is intended to serve as a foundation for the assessment of the standardized PACT Program Model and facilitate consistent documentation and reporting of program benefits to families throughout Ventura County. The Evaluation Plan is flexible in that it can be implemented as a time limited effort or on an ongoing basis (e.g., a selection of PACT series at one NfL or across multiple NfLs or all PACT series at all NfLs on an ongoing basis). Additional measurement strategies (e.g., observations of parent-child interactions) can also be incorporated into the Evaluation Plan in the future to support continued evaluation efforts.

Evaluation Overview

Evaluation of the standardized PACT Program Model will focus on assessing the extent to which the program was successful in achieving five overarching goals.

1. Promote positive parent/caregiver-interaction and play 2. Promote parent/caregiver knowledge of child development 3. Promote early literacy and school readiness 4. Promote children’s social/emotional development 5. Promote parent/caregiver social/community connection and connection to resources

Questions Eight primary evaluation questions will be addressed through the evaluation:

1. Which populations (e.g., number served, demographics) are served through the PACT program?

2. What is the number of classes and the number of parent-child dyads in each PACT series?

3. To what extent does PACT promote parent/caregiver-interaction and play? 4. To what extent does PACT promote parent/caregiver knowledge of child development? 5. To what extent does PACT promote early literacy and school readiness? 6. To what extent does PACT promote children’s social/emotional development? 7. To what extent does PACT promote parent/caregiver social/community connection and

connection to resources? 8. Do parent/caregiver participants find the PACT program valuable?



Metrics Process and outcome data will be included in this evaluation. Process indicators of interest include:

Number of families served (parents and children)

Demographic information about the families served

Number of families enrolled in each PACT

Number of families who complete each PACT

Number of classes in each PACT series

Parental perceived value of the PACT program

Program outcomes and their associated indicators (grouped according to parent and parent-child dyad) are outlined in Table 1. The outcomes and indicators were developed through a data gathering process with key stakeholders (i.e., key First 5 Ventura County staff, NfL Directors, and PACT teachers), review of the relevant literature, and consideration of PACT program goals and best practices among similar early learning programs. An initial draft of proposed outcomes and indicators was shared with key First 5 Ventura County staff, and the list was further refined based on staff feedback. Table 1. PACT Outcomes and Indicators

Outcomes Indicators

Parent/Caregiver

Parent/caregiver engagement with child outside of the PACT

#/% of parents/caregivers who report using/engaging in activities learned in PACT at home

#/% of parents/caregivers who report engaging in free play with their children at home

Parent/caregiver knowledge of child development

#/% of parents/caregivers who report understanding basic child development milestones

#/% of parents/caregivers who report tracking their child’s developmental progress

Parenting confidence #/% of parents/caregivers who report feeling confident in their parenting abilities

Parents/caregivers promote early literacy and school readiness

#/% of parents/caregivers who report reading to their children

#/% of parents/caregivers who report talking to their children

#/% of parents/caregivers who report singing to their children

Parents/caregivers promote social-emotional development

#/% of parents/caregivers who report talking to their child about his/her feelings

#/% of parents/caregivers who report letting their child explore his/her environment

#/% of parents/caregivers who report letting their child try to solve problems independently (e.g., getting toy out of container) before offering assistance

#/% of parents who report establishing routines for their child

#/% of parents who report following their child’s lead during play



Parents/caregivers have support from other parents

#/% of parents/caregivers who report having social connections

Parents/caregivers have access to resources when needed

#/% of parents/caregivers who report knowing how to access additional resources when needed

Parent/Caregiver-Child Dyad

Quality of relationship between parents/caregivers and children

#/% of parents/caregivers who report high levels of affection with their children

#/% of parents/caregivers who report high levels of responsiveness towards their children

#/% of parents/caregivers who report high levels of encouragement towards their children

Data Collection

Process Data First 5 Ventura County currently collects process data regarding number of PACT series, number of classes in each series, number of participants, and demographic characteristics of participants, which is entered and tracked through the Persimmony database system. This data collection will continue and be supplemented with the collection of outcome data. Outcome Data The PACT Parent Survey will be implemented by PACT programs to gather outcome data. PACT teachers will collect a pre-survey (Appendix A) from parents/caregivers as part of the PACT intake process/at the first PACT class to document current knowledge, skills, level of engagement with child, and connections to social and community resources prior to PACT participation. At the final PACT class, PACT teachers will collect a post-survey (Appendix B) from all parents/caregivers to assess knowledge, skills, and access to resources gained through participation in the PACT program (Figure 1). The post-survey will also assess parental perceived value of the program. The PACT Parent Survey will be available for parents/caregivers in both English and Spanish.

Figure 1. PACT Parent Survey Data Collection Items in the pre- and post-parent surveys were selected to align with outcomes and indicators listed in Table 1. Some items were drawn from First 5 Ventura County’s existing Parent Survey so that comparisons could be made between the PACT program and other First 5 Ventura County programs. Other items were drawn from existing research and evaluation tools in the literature. If an existing tool could not be identified or existing tools were not appropriate (e.g., questions were geared towards a specific population or developmental age), new survey items were generated.

PACT Pre-Survey

•Parents/caregivers complete pre-survey during PACT intake process

PACT Participation

•Families participate in weekly PACT classes for 8-12 weeks

PACT Post-Survey

•Parents/caregivers complete post-survey at end of final PACT class



The post-survey also has six questions designed to assess parents’ perceived value of the PACT program, and an open-ended, qualitative question that asks parents to describe how their interactions with their child have changed since participating in PACT.

Implementation and Data Considerations

The PACT Evaluation Plan was designed to be flexible so that First 5 Ventura County can implement the plan in a time and manner that best meets the needs of its Commission. As a result, the plan does not include a sampling approach or plan for the logistics of data collection. It is anticipated that First 5 Ventura County will develop these in conjunction with PACT stakeholders at a future date. When developing evaluation implementation materials, it is suggested that First 5 Ventura County consider the following topics:

1) Site selection: Selecting appropriate sites for the evaluation is critical to the evaluation’s success. Selected sites should be implementing the PACT program in alignment with the Best Practices, Implementation Standards, and Topic Area and Activity Guidelines and have the resources to administer pre- and post-parent surveys.

2) Sampling approach/size: The target sample size should be large enough to allow for the desired data analyses to be completed. In addition, if there are any populations of interest (e.g., monolingual Spanish speakers), the sampling approach should outline which evaluation sites/PACTs serve these populations and any additional outreach that needs to be done to ensure an adequate sample size.

3) Data collection, storage, and entry logistics: The process for collecting, storing and entering data should be outlined prior to the launch of the evaluation. Staff responsible for administering the pre- and post-parent surveys should be trained on administration guidelines and procedures prior to implementation of data collection. The pre- and post-parent surveys could be collected via pen-and-paper or through an online platform, if resources allow. If pen-and-paper measures are used, a plan for storage and data entry that outlines the parties responsible and the timeline for each step should be developed.

4) Data analysis: All process and outcome data collected through the evaluation should be compiled and cleaned prior to conducting statistical analyses. The sample size and quality of the outcome data will determine the types of analyses completed. If there is adequate data, a matched comparison of pre- and post-survey data could be completed to assess changes in PACT program participants over time.


Appendix A

PACT Parent Pre-Survey This survey will help us understand whether the PACT program helps parents and families.

Please answer all questions honestly. Your participation is voluntary and your answers will be

kept private. Thank you!

Today’s Date (MM/DD/YYYY): __ __ /__ __ / __ __ __ __

Name _____________________________________________

ABOUT ME

1. What is the age of the child who is participating in PACT with you? _________ Child’s DOB: ______/________/_______

2. Have you participated in a PACT before? No Yes

3. Were you referred by another agency?

No Yes

if yes - Referred by ____________________________________

As you read the questions below, please think about you and your child. Mark the answer that best describes you.

RELATIONSHIP WITH MY CHILD

How often do you… Rarely Sometimes Most of

the time Always

4. Encourage your child to share his or her feelings?

5. Speak in a warm tone of voice to your child?

6. Look at your child when he or she is making sounds or talking?

7. Show enthusiasm for what your child is doing?

8. Praise your child?

9. Soothe your child when he or she is upset?

10. Show affection to your child through smiles or gentle touching?


PARENTING


the time Always

11. Apply your knowledge of child development milestones to your own child?

12. Keep track of your child’s developmental progress?

13. Encourage your child to be curious and explore?

14. Encourage your child to solve problems for him or herself?

15. Follow a routine with your child?

16. Allow your child to make decisions about what to play with?

17. Know that you are doing a good job as a parent?

18. Feel confident as a parent?

WEEKLY ACTIVITIES

In a usual week, how many days do you… Never 1-2 days 3-6 days Everyday

19. Engage in one-on-one play activities with your child?

20. Read stories or look at picture books with your child?

21. Tell stories with your child?

22. Sing with your child?

Please think about you and your child over the past month. Mark the answer that best describes you.

COMMUNITY RESOURCES

Rarely Sometimes Most of

the time Always

23. I have places I go to in my community to meet with other parents.

24. I know how to get services that I need for my child.


Appendix B

PACT Parent Post-Survey This survey will help us understand whether the PACT program helps parents and families.

Please answer all questions honestly. Your participation is voluntary and your answers will be

kept private. Thank you!

Today’s Date (MM/DD/YYYY): __ __ /__ __ / __ __ __ __

Name _____________________________________________

As you read the questions below, please think about you and your child. Mark the answer that best describes you.

RELATIONSHIP WITH MY CHILD


the time Always

1. Encourage your child to share his or her feelings?

2. Speak in a warm tone of voice to your child?

3. Look at your child when he or she is making sounds or talking?

4. Show enthusiasm for what your child is doing?

5. Praise your child?

6. Soothe your child when he or she is upset?

7. Show affection to your child through smiles or gentle touching?

PARENTING


the time Always

8. Apply your knowledge of child development milestones to your own child?

9. Keep track of your child’s developmental progress?

10. Encourage your child to be curious and explore?

11. Encourage your child to solve problems by him or herself?

12. Follow a routine with your child?

13. Allow your child to make decisions about what to play with?

14. Know that you are doing a good job as a parent?

15. Feel confident as a parent?


WEEKLY ACTIVITIES

In a usual week, how many days do you… Never 1-2 days 3-6 days Everyday

16. Engage in one-on-one play activities with your child?

17. Read stories or look at picture books with your child?

18. Tell stories with your child?

19. Sing with your child?

20. Use activities with your child that you learned at PACT?

Please think about you and your child over the past month. Mark the answer that best describes you.

COMMUNITY RESOURCES

Rarely Sometimes Most of

the time Always

21. I have places I go to in my community to meet with other parents.

22. I know how to get services that I need for my child.

Please think about your experience with the PACT that you recently completed. Mark the answer that best

describes how you feel.

EXPERIENCE WITH PACT

Strongly

Disagree Disagree Agree

Strongly

Agree

23. Participating in the PACT was a positive experience for me.

24. Participating in the PACT was a positive experience for my child.

25. My child’s development was enhanced by participating in the PACT.

26. I learned important parenting skills during the PACT.

27. My PACT teacher was knowledgeable about child development.

28. My PACT teacher was knowledgeable about parenting.

29. Please tell us how your interactions with your child have changed since participating in this PACT.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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Parent and Child Together Lesson Plan

PACT Pilot Fall 2018

Center: Class: Teacher: Director Signature: Week Of:

Strategies for

Family

Engagement:

Age Range: 0-12 months 12-35 months 36-60 months

Planned Possibilities for Children

Activity Child Development and Positive

Parenting

Social and Emotional

Development

Language Development

and Early Literacy

Cognitive Development

and Early Math

Motor

Development

Health and

Nutrition

Parent and Child Together Lesson Plan

PACT Pilot Fall 2018

End of Week Reflection

What experiences were of most interest to children?

What skills are children developing? What worked well this past week? What is something you will change moving forward to make PACT classes most beneficial for families?

Materials Needed

first 5 ventura county parent and child together (pact) program … · 2018-08-17 · parent and...

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